Creating a Culture of Assessment

Report
Arkansas State University – Jonesboro
Institutional Priority
“Develop a culture of learning to enhance
institutional outcomes”
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National Commission on the Future of
Higher Education- 2005 call to improve
access, affordability, accountability,
and quality
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Governor Beebe – double college
degree production by 2025
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Know it all
Teach the motivated
Extend the scepter
Have their reasons
Know it when see it
Profess knowledge for
the sake of knowledge
Earned the right to teach
via a rite of passage
(mentor, research,
financial sacrifice)
Teacher Credentials
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Can explain it all
Motivate the flaccid
Receive high rankings
Explain their reasons
Follow the rubric
Produce products who
function well in a global
economy and technical
society
Must provide education
that is cheaper, faster,
and more accessible
Student Learning
Goals
Modifications
Outcomes
Assessment
Cycle
Feedback
Disseminate
Assessment
Tool
Assessment
Results
Cognitive
• What would we like our graduates to know?
Behavioral
• What would we like our graduates to be able to do?
Affective
• What would we like our graduates to value or care
about?
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Faculty-driven
Mission-driven
Realistic
Embedded
Ongoing
Enhanced by
Scholarly Research
Implemented for
Improvement
PEDAGOGY
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Administration-driven
Fad-driven
Idealistic
Additional
Episodic
Corrupted by High
Stakes
Tolerated for
Accountability
PAPERWORK
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Degree Programs
◦ Find out what the
degree-program
level goals and
student learning
outcomes are for the
degree programs you
advise
◦ Connect SLOs from
your course to these
goals
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Use of Data
◦ Submit syllabi with
general education or
major-field goals
listed along with
specific SLOs for your
course to
[email protected]
edu
◦ Assist with programlevel assessment
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Ask your Department Chair for a copy of the
program goals and learning outcomes for
your degree-program.
Include relevant goals on your syllabus
Contribute to Program-Level Assessment
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Identify non-negotiables
If general education, connect with GEC liaision
Embedded assessment
Pre-post testing
Major Field Testing
Reflective Writing/Portfolios
Evidence-based practices for reading/writing
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A = Audience (specify the learner)
B = Behavior (specify the measurable
student behavior)
C = Condition or Circumstance (specify the
situation within which the expected
behavior must occur e.g. (e.g., in an oral
presentation, in a written report, on a written quiz, with a
prototype model, with a CAD drawing)
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D = Degree (or Criterion) (specify the

http://www.umuc.edu/mdfaconline/Presentations/ABCDmod
el.doc
minimum acceptable performance standard
in terms of quality, quantity or time )
Dr. Josie Welsh - Director
[email protected]
972-2989

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